Part of why I love summer so much is because its full of traditions I’ve developed over the years: nighttime walks to different neighborhoods for ice cream, picnics at the Botantical Gardens, a bike ride to the Cloisters to start the cycling season, morning trips to the Farmer’s Market for peaches, tomatoes and corn. Of course, the first day of school is a tradition, too, which I imagine many mark in special ways (which may or may not include new school supplies). But as we nudge up to that day here, it occurred to me that I could mark the day by starting another tradition here by sharing, as I did last August, some of the amazingly thoughtful comments that teachers have left on this blog over the last twelve months.
As I did last year, I do so in part to counter some of the flack and blame that’s all too often directed at teachers about this country’s educational woes and to celebrate, instead, these educators’ astounding commitment and willingness to raise difficult questions, probe their own thinking and reflect on their practice, knowing that as the Danish philosopher Kierkegaard said, “Instruction begins when you, the teacher, learn from the learner, put yourself in his place so that you may understand what he learns and the way he understands it.”
What follows, in no particular order, is a small sampling of the nearly two hundred comments I received this year. In each case, the teacher’s comment is set next to an image that links back to the post he or she was responding to, with another link embedded in the teacher’s name if they’re part of the growing and vibrant community of teachers who also blog. In each case, I also hope you find a voice that affirms, reinvigorates or fuels your own thinking as we all embark on another year that may, yet again, be bumpy. And I invite you to take a look at other comments that can be accessed on each post for more inspiration—and to feel free to join the conversation whenever the spirit moves you.
“In our 5th grades we are guiding students at the end of a fantasy unit to decide on themes that are surfacing for them. The difficulty, as you stated, is that the adults guiding them haven’t had enough time to linger themselves with the ‘what’ of theme. They are nervous in the students’ need to linger and try out their thinking around themes that surface for them. As Ginny Lockwood (our consultant) and others caution us, we need to expose, not impose. The demands of the Common Core make it such that the adults guiding the work need a very sophisticated understanding of literature. Without it, the best laid plans could end up fostering the present type of ‘pin the tail’ thinking as we move ahead in this complex work.” Margaret C.
“I am always concerned with activities that ask students to ‘hunt’ as you say for specific information which leaves them with a page full of facts – not always correct, and certainly not really understood. The most effective learning experiences that I am part of with my students is when we make time for discussion, sharing our thinking and letting questions lead us to more questions as we making meaning together and understand the text. Yes, this is time consuming, but giving the process time gives value to the fact that it is important to slow down and really read and engage with the text.” Carrie Gelson
“I find that explaining your thinking is a very powerful strategy for deepening understanding. I experience it every time I respond to a blog, blog or present my ideas to others. I really have to think about my thinking in order to explain it, and as a consequence my understanding is stronger. So it goes for our students. By explaining their thinking they not only are demonstrating to us their understanding, but also working out exactly why they think what they think.” Julieanne Harmatz
“There must be some other reasons, more centered on the learner himself, that provides the enticement to read closely. For me, I know my ‘learner intention’ is honed and refined by being in a community of learners . . . I love the way my thinking gets sharper while tossing ideas around. I love the ‘cupcakes’ I get from those interactions with people and ideas: a deeper understanding of this beautiful world, new insights into my life and the life of others, all that stuff. . . . It seems to me that my teaching, at the very least, has to make explicit the existence of said ‘cupcakes’ for learners who haven’t savored them yet.” Steve Peterson
“I’m re-thinking the way I launch my reading workshop, and the first read aloud of the year, too. My goal is to find ways to make my students ‘aware of all a text holds’, as you mention – the key to which is my own reading, selecting, ruminating, and responding to those very same texts so that I can be responsive to my students . . .Your post, and the article, reminds me to slow down in my planning process, to make it more organic – to allow my planning to be driven by where my kids are in their reading lives, not just what our district’s curricular map dictates.” Tara
“I once was told that all good scaffolds must self destruct. So often in our quest to make learning easier and accessible for our students we have allowed the scaffolds to become crutches, leaving little thinking for the student. Pacing has also had a huge impact on students learning deeply; sustained concentration requires time”. Mille Arellano
And now with these reminders to go slow and let go so that students have more time to think, may your year be filled with fascinating questions, rousing conversation, great reads and new traditions!